Information & Communications Technology (ICT) Use among Icelandic Students

Moving into the New Millennium

Sólveig Jakobsdóttir & Torfi HjartarsonIceland University of Education

Presentation at Ed-Media, Honolulu, June 27th 2003

? Big questions ?

• How can computer use and ICT have positive impact of young people’s learning, development and future?

We want...?People to• Become literate – (also new types of literacy –

computer, IT, culture... ; Icelandic national curriculum describes further)?

• Be able to use computers and ICT for the benefit of themselves and others in communications, collaboration, creative work, in learning, work, play..?

• Become better and more active citizens in a democratic society?

• Be confident, critical, positive?• Don’t suffer from problems related to computer use

(physical problems, social isolation, Internet or game addiction)?

Two studies

• Online Surveys done in 1998 and 2002 (mostly quantitative data) concerning computer and Internet use in schools and at home mostly grades 5-10

• Data gathered with online questionaire by graduate students at Iceland University of Education – online program about ICT in education (Icelandic teachers located in different parts of the country)

• Questionnaires based on work done in PhD thesis on elementary school computer culture (case study mosty based on qualitative methods) by Solveig Jakobsdottir

• Study 2002 part of NámUST (LearnICT) project, see http://namust.khi.is and earlier presentation.

School computer culture - Important factors

Society Homes, family Community, school

Skills, attitudes, problems, use group differences e.g. gender,.?

Students (age, experience, ability)

Computers/ Technolog access

Social factors Software, learning materials

Teachers, teaching methods, computer implementation

See SJ doctoral thesis http://soljak.khi.is/thesisvef

School district/school (S-1.2, 1.3, 1.5, 1.7, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5. 4.6)Homes (N-4,6, 7, 10-12)

Peer culture (N-8, 9)

CommunitySociety

Student

Social factors (N-17, 18, 20; S-1.8, 3.9)

Teachers, teaching methods, computer implementation (N-5, 6, 14, 15, 16; S-1.5, 3.1, 3.2, 3.5, 3.6)

Software (N-6) learning materials

Technology, access(N-13, 19; S-2.1, 2.2, 2.3, 3.8)

Student computer-related skillsCorrelation with factors 1998

27.6.2003 - v57

Age

AbilityAttitudes (11 q's)

Use/home/school

computer/all

WebChat

E-mailConferences

Blog

Net-gamesVideogames

Participants

Bekkur/ár

4.ár

3.ár

2.ár

1.ár

10

9

8

7

6

5

Vantar

Fjöl

di

400

300

200

100

0

AR

1998

2002

125

163141

265

228

318

155

3432

66

188191

10177

3521

2002: 1403 students13 primary+lower sec.*8 from capital area. *5 from other areasOne upper sec: (F) *capital area.

1998: 761 students9 primary+lower sec.*4 from capital area*5 from countrysideOne upper secondary*capital area.

Grade/year

Missing

YearNum

ber o

f stu

dent

s

1. 2. 3. 4.

? Question - skills ?

Changes from 1998 to 2002?• How much do students think they

know at the end of lower secondary school – has there been an increase in number of skills?

• Are there gender-related differences in skills?

Skills grade 9-10% of students that claim they have

Innsetja for

Vista skjal

Eyða skrám/m

Prenta út

Forrita

T engjast Int

Búa til vefsíðu

Búa til mynd

Búa t il skyggnur

Reikna stærð

Finna upplýs.vef

Nota tölvupó

Spjalla

Nota ráðstefnu

Annað120100806040200

AR

1998

2002

install software

save files

delete files print

program link to Internet

make web pagemake picture

make slides

Spreads/calculatefind info on web

use e-mailchat

use conferences

other

Year

•Sign. higher % 2002 than 1998 in all skills but one

(use spreadsheets to calculate and create

pictures).•Gender differences:

•1998 Boys sign. higher no. in all but one (save

doc.)•2002 Boys sign. higher no. in all but three (print,

use e-mail, chat).

Mean number of skills (14), differences between years

Bekkur/ár

Frhsk.10.b.9.b.8.b.7.b.6.b.5.b.

Fj. 1

4 fæ

rnia

trið

a

14

12

10

8

6

4

2

0

AR

1998

2002

• Mean higher in every age group 2002 than 1998

• 1998: Gender diff. in every age group grade 7 and up

• 2002: Gender diff. in grades 6 and 8 and up (marginally sign. In grade 5 but not in grade 7.

• Gender differences less than before in grades 7 and 8 (strong years or permanent trend?)

Year

Mea

n nu

mbe

r of s

kills

Grade/year in school

Mean number of skills (14) by gender and age1998 and 2002

1998

Bekkur/ár

Frhsk.10.b.9.b.8.b.7.b.6.b.5.b.

Mea

n Fj

. 14

færn

iatr

iða

15

10

5

0

Kyn

Stúlkur

Piltar

Mea

n nu

mbe

r of s

kills

Grade/year in school Grade/year in school

Gender

Girls

Boys

?

? Questions - attitudes ?

Changes from 1998 to 2002?• What are students computer-

related attitudes? • Are there gender-related

differences in attitudes?

Attitudes grades 9-10..mikilvæg fyri

..spennandi að

Mean ..of mikil..slæ

..illa við að n

..nauðsynl. tæk

mj. klár að not

gaman að prófa

gaman að nota t

líður oft óþægi

erfiðl. að skil5,04,03,02,01,0

AR

1998

2002

Most students positive or neutral. No differences between years except in self confidence. More students 2002 think they are very good at using computers than students 1998. Gender differences: Boys more positive in 1998 in all but one question and all but two questions in 2002.

Imp./future..

Exciting to use..

Too much use bad..

Dislike using..

Necessary tools..

Very good at..

Fun to try new..

Fun to use/usef.

Often feel bad...

Difficult/underst..

Attitudes1998 & 2002gender differences grades 9-10

2002..mikilvæg fyri

..spennandi að

..of mikil..slæ

..of mikil..slæ

..illa við að n

..nauðsynl. tæk

mj. klár að not

gaman að prófa

gaman að nota t

líður oft óþægi

erfiðl. að skil5,04,03,02,01,0

Kyn

Stúlkur

Piltar

Imp./future..

Exciting to use..

Too much use bad..

(2 q. in 2002)

Dislike using..

Necessary tools..

Very good at using..

Fun to try new..

Fun to use/useful things..

Often feel bad when...

Difficult/underst. Techn.

Gender

Girls

Boys

? Questions - problems ?

In 2002?• Do students complain of social

and/or physical problems related to computer use?

• Are there gender-related differences in problems?

Problems by grade level•Back

•Hand/fingers

•Elbow/arms

•Shoulder/neck

•Head/eyes

•Other physical p.

•Teasing/harassment

•Sexual harassment

•Monetary fraud

•Neg. friendsh./soc.

•Neg. effects on learning

Elementary

Middle

Upper sec.

School

level

Problems by gender in grades 8-10

?

•Back

•Hand/fingers

•Elbow/arms

•Shoulder/neck

•Head/eyes

•Other physical p.

•Teasing/harassment

•Sexual harassment

•Monetary fraud

•Neg. friendsh./soc.

•Neg. effects on learning

Gender

Girls

Boys

Problems by age groups and genderPhysical problems Grow with age except pain in elbows and arms. Highest number of students complain about headache & eye problems, next pain in hands/fingers. Gender differences: In middle school more girls than boys complain about pain in hands/fingers, shoulder/neck and head/eyes.

Social/psychological/otherLess complains than over physical problems. Increase with age except teasing/harassment (in electronic communications). In middle school more girls than boys complain about sexual harassemnt. More boys than girls complain about danger of monetary fraud and potential “addiction.”

? Questions - use ?

Changes from 1998 to 2002• How much do students claim

they use computers• Are there gender-related

differences in use?

Computer use at home – % of boys in time spent

Unglst.

Tölvunotkun heima

21+16-2010-156-92-5< 2Enga

Hlu

tfal

l pilt

a %

100

80

60

40

20

0

AR

1998

2002

The higher number of hours students report spending onthe computer every week thehigher % of boys of the totalnumber og children in grades 8-10.

Boys are also more likely to indicatehigh computer use among theirpeers/friends than are girls.

Computer use at school and home% reports using computers 2 hours+/week

School Home

Year

Grade/year in school Grade/year in school

How did I use computer last time I used it (grades 8-10 2002)?

• How long ago? Majority of boys (87%) and girls (76%) used computers less than week ago.

• For how long? Majority of boys (73%) but about half of girls (50%) used computer more than 30 min.

• Where? Majority of boys (82%) and girls (73%) used computers in their own home. School came next for the girls (16%) but friends came next for the boys (8%).

• With whom? Majority of the boys and girls used computers by themselves (70 og 74%) but about 20% with two people; 10% of boys but 5% of girls with more than 2.

• Do what? Most commonly play (87% boys but 53% girls). 20% of girls but a few % of boys said they had used computers for learning. 12% of girls but 6% of boys had been looking at information/materials. 10% of girls but 1% of boys in electronic communications..

School district/school (S-1.2, 1.3, 1.5, 1.7, 3.3, 3.4, 4.1, 4.2, 4.3, 4.5. 4.6)Homes (N-4,6, 7, 10-12)

Peer culture (N-8, 9)

CommunitySociety

Student

Social factors (N-17, 18, 20; S-1.8, 3.9)

Teachers, teaching methods, computer implementation (N-5, 6, 14, 15, 16; S-1.5, 3.1, 3.2, 3.5, 3.6)

Software (N-6) learning materials

Technology, access(N-13, 19; S-2.1, 2.2, 2.3, 3.8)

Student computer-related skillsCorrelation with factors 1998

27.6.2003 - v57

Age

AbilityAttitudes (11 q's)

Use/home/school

computer/all

WebChat

E-mailConferences

Blog

Net-gamesVideogames

Correlation sign: purple = for both girls and boys; blue =for boys only; pink for girls onlybold = highly correlated/significant

School district/school

Homes

Peer culture

Community

Society

Student

Social factors

Teachers, teaching methods, computer use Software (9+types), learning

materials

Technology, access

Student computer-related skillsCorrelation with factors 1998

23.6.2003 - v123

Total no. of students

No of s's in classesScheduleTeacher collaborationTeaching methods in generalTeacher cont. ed. wherefrom

School support for t's ed.Technology committe in schoolICT policyMonetary support f technology

Amount of use

Computer, web, chat, e-mailConference

Video games

Last use

No. of software types

Access

No. of computers

Internet connection

LocationIn own room

Who uses computers at home

Self

Father, mother

Brother

Computer use

Video game use

AgeAbility

Attitudes

Confidence/v good at

6 q's: future imp. +

2 q's

Dislike using comp.

Indep. vs. peer use

Preference for indep. vs. peer useAdults present during comp. use

Amount of use

Computer, web, chat, conf.

E-mail

Video games

In which subjectsFor home learning

Special subject (ICT)

Teacher ed./prep./technological

Free access

Location

Library

Teacher's room

Other location

No. of comp.

Computer:stud. ratio

Internet access

Grades 8-10

?Questions- important factors?

– Which factors correlate with computer-related skills?

Correlation sign: purple = for both girls and boys; blue =for boys only; pink for girls onlybold = highly correlated/significant

School district/school

Homes

Peer culture

Community

Society

Student

Social factors

Teachers, teaching methods, computer use

Software (9+types)

Technology, access

Student computer-related skillsCorrelation with factors 2002

23.6.2003 - v127

Total no. of studentsNo of s's in classes

Schedule

Teacher collaboration

Teaching methods in general

Teacher cont. ed. wherefromSchool support for t's ed.

Technology committe in school

ICT policy

Monetary support f technology (neg., low)

Amount of use

Computer, web

Video games; net games

Last use for how long

Comp./vid.games, how long agoChat, e-mail, conf., blog

Software types (9+)

Access

No of computers

Internet

Computer for self

LocationOwn room

Sister

Who uses computers

Mother, self

Nobody special

Sister, father

Computer use

Video game use

Age

Grades

ProblemsSocial

Attitudes

Confidence/v good at

7 q

2 q

Time it takes me..

Indep. vs. peer use

Preference for indep. vs. peer use

Adults present during comp. use

Amount of use

Web

Computer

Net-games

Other

For home learning

No. of subjects

Special subject (ICT)

Teacher ed./prep./technological

Classroom t.

S's collaboration in smaller/larger groups

Free access

Location Teacher's room

Computer:stud. ratio

Internet access

Grades 8-10

Comments

The studies involved show e.g. the following:• Higher number of students’ skills, more

confidence among students. Gender differences appearing later? Computer access much higher at schools and homes and some indicators in schools that they are more ready for development and changes (less traditional methods) and they play a larger role than before in computer-related skills development.

Comments - continued• On the other hand, there are large gender differences in

grades 9-10 in relation to skills, attitudes, and computer access at homes. Also, students complain about problems, mostly physical but also social. Computer use varies by school but on average student say they use computers for two hours or more per week only in about two subjects. Besides special ICT/computer classes most commonly used in foreign languages, Icelandic and math. Computer use in schools may not have increased significantly but changed to involve more web use.

Why computers in schoolsShould there be a moratorium?

• Letter from a colleague yesterday:

• I have just completed an interesting questionnaire which explores views on whether ICT should be an essential element of education and what rationales should drive its use.

• The questionnaire was developed in the light of evidence that suggests that a lack of shared understandings (visions) about the reasons for using ICT in education has lead to the huge investments that have been made in 'educational' ICT having had much less impact than anticipated (e.g. Cuban 2001; Twining 2002). This has lead to calls for a moratorium on further investments in ICT in education (e.g. Stoll 2000; Cuban 2001). The questionnaire aims to stimulate and inform the debate about whether ICT should be an essential component of education and the reasons that should underpin the use of ICT in education.

• I think you would find the questionnaire interesting. It takes less than 9 minutes to complete, and once you have finished it you can see an analysis of some of the core data that has been collected so far.

• You can access the questionnaire from http://www.meD8.info/qqa. •  • References

Cuban (2001) Oversold and Underused: Computers in the Classroom, London:Harvard University Press. Stoll (2000) High-Tech Heretic: Reflections of a computer contrarian, New York: Anchor Books. Twining (2002b) Enhancing the Impact of Investments in Educational ICT, PhD Thesis, Milton Keynes: Open University. http://kn.open.ac.uk/public/document.cfm?documentid=2515 (visited 31.1.03).

Computers at school

• Tool vs. delivery system?• Is Cuban focusing too much on computers

as delivery system?